1st Edition

Unlocking the Power of Teacher Feedback A Student-Centric Perspective

Edited By Lan Yang, Ming Ming Chiu, Zi Yan Copyright 2024

    This volume addresses the pivotal role of feedback in enhancing students' motivation and learning. Through a series of innovative studies, it uncovers the intricacies of how students perceive and utilize feedback, offering practical strategies for educators while bridging the gap between feedback research and classroom practice.

    The book showcases six outstanding studies that offer unique insights into how teacher feedback influences student learning and achievement, all from the perspectives of students. Chapters delve into various meaningful explorations of the paramount role of feedback in education, offering readers profound insights into its pivotal significance, the nuanced ways students respond to it, and the intricate mechanisms governing its influence on student achievement and engagement. The volume uncovers key mediators such as growth-oriented goals, feedback beliefs, and school identification, shedding light on how these factors shape the impact of feedback. It also introduces practical strategies, like rebuttal writing, and emphasizes the need for personalized feedback aligned with students' cognitive styles. Additionally, the book provides a comprehensive comparison across grades and feedback comments, all while serving as a practical guide for educators, researchers, and policymakers, thereby facilitating the implementation of evidence-based feedback practices grounded in students' voices and perspectives, ultimately enriching their learning.

    This book will be a key resource for researchers and academics in educational psychology, student learning, and assessment, while also appealing to educators, teachers, school administrators and policymakers seeking to enhance their understanding of feedback's role in education and to improve their feedback practices. It was originally published in Educational Psychology.

    Introduction to unlocking the power of teacher feedback: a student-centric perspective

    Lan Yang, Ming Ming Chiu, and Zi Yan

    1. The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective

    Emma C. Burns, Andrew J. Martin, and Paul A. Evans

    2. Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs

    Naomi E. Winstone, Erica G. Hepper, and Robert A. Nash

    3. Supporting students’ engagement with teachers’ feedback: the role of students’ school identification

    Carolina Carvalho, Natalie Nóbrega Santos, Raquel António, and Dulce Sofia Mendonça Martins

    4. Promoting student engagement with teacher feedback through rebuttal writing

    Deliang Man, Meng Huat Chau, and Beibei Kong

    5. Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge

    Jongho Shin, Jeongah Kim, Myung-Seop Kim, and Yura Son

    6. A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback

    Alison C. Koenka, Lisa Linnenbrink-Garcia, Hannah Moshontz, Kayla M. Atkinson, Carmen E. Sanchez, and Harris Cooper


    Lan Yang is Associate Professor at the Education University of Hong Kong, specializing in studying the connection between feedback, psychological constructs, learning and achievement. Dr. Yang also heads the Psychology and Assessment SIG within the university's Key Research Area on Assessment Research To Improve Student-Learning and Teaching (ARTIST, https://www.eduhk.hk/artist/team.html).

    Ming Ming Chiu is Chair (Distinguished) Professor of Analytics and Diversity at The Education University of Hong Kong.  He invented statistical discourse analysis (SDA), multilevel diffusion analysis (MDA), artificial intelligence Statistician, and online detection of sexual predators. He studies fake news, inequalities, learning, international comparisons, and automatic statistical analyses.

    Zi Yan, a Professor at the Education University of Hong Kong, is an Associate Director at the Analytic/Assessment Research Centre and the leader of the Key Research Area on Assessment Research To Improve Student-learning and Teaching (ARTIST). His research centers on educational assessment, student self-assessment, Rasch measurement.